Pat Bullen

The Health and Well-Being of Transgender High School Students: Results From the New Zealand Adolescent Health Survey (Youth'12)

PURPOSE To report the prevalence of students according to four gender groups (i.e., those who reported being non-transgender, transgender, or not sure about their gender, and those who did not understand the transgender question), and to describe their health and well-being. METHODS Logistic regressions were used to examine the associations between gender groups and selected outcomes in a nationally representative high school health and well-being survey, undertaken in 2012. RESULTS Of the students (n = 8,166), 94.7% reported being non-transgender, 1.2% reported being transgender, 2.5% reported being not sure about their gender, and 1.7% did not understand the question. Students who reported being transgender or not sure about their gender or did not understand the question had compromised health and well-being relative to their non-transgender peers; in particular, for transgender students perceiving that a parent cared about them (odds ratio [OR], .3; 95% confidence interval [CI], .2-.4), depressive symptoms (OR, 5.7; 95% CI, 3.6-9.2), suicide attempts (OR, 5.0; 95% CI, 2.9-8.8), and school bullying (OR, 4.5; 95% CI, 2.4-8.2). CONCLUSIONS This is the first nationally representative survey to report the health and well-being of students who report being transgender. We found that transgender students and those reporting not being sure are a numerically small but important group. Transgender students are diverse and are represented across demographic variables, including their sexual attractions. Transgender youth face considerable health and well-being disparities. It is important to address the challenging environments these students face and to increase access to responsive services for transgender youth.

Stability and change in the mental health of New Zealand secondary school students 2007–2012: Results from the national adolescent health surveys

Objective: To describe the self-reported mental health of New Zealand secondary school students in 2012 and to investigate changes between 2007 and 2012. Methods: Nationally representative health and wellbeing surveys of students were completed in 2007 (n=9107) and 2012 (n=8500). Logistic regressions were used to examine the associations between mental health and changes over time. Prevalence data and adjusted odds ratios are presented. Results: In 2012, approximately three-quarters (76.2%, 95% CI 74.8–77.5) of students reported good overall wellbeing. By contrast (also in 2012), some students reported self-harming (24.0%, 95% CI 22.7–25.4), depressive symptoms (12.8%, 95% CI 11.6–13.9), 2 weeks of low mood (31%, 95% CI 29.7–32.5), suicidal ideation (15.7%, 95% 14.5–17.0), and suicide attempts (4.5%, 95% CI 3.8–5.2). Between 2007 and 2012, there appeared to be slight increases in the proportions of students reporting an episode of low mood (OR 1.14, 95% CI 1.06–1.23, p=0.0009), depressive symptoms (OR 1.16, 95% CI 1.03–1.30, p=0.011), and using the Strengths and Difficulties Questionnaire - emotional symptoms (OR 1.38, 95% CI 1.23–1.54, p<0.0001), hyperactivity (OR 1.16, 95% CI 1.05–1.29, p=0.0051), and peer problems (OR 1.27, 95% CI 1.09–1.49, p=0.0022). The proportion of students aged 16 years or older reporting self-harm increased slightly between surveys, but there was little change for students aged 15 years or less (OR 1.29, 95% CI 1.15–1.44 and OR 1.10, 95% 0.98–1.23, respectively, p=0.0078). There were no changes in reported suicidal ideation and suicide attempts between 2007 and 2012. However, there has been an improvement in self-reported conduct problems since 2007 (OR 0.78, 95% CI 0.70–0.87, p<0.0001). Conclusions: The findings suggest a slight decline in aspects of self-reported mental health amongst New Zealand secondary school students between 2007 and 2012. There is a need for ongoing monitoring and for evidence-based, accessible interventions that prevent mental ill health and promote psychological wellbeing.

Health and well-being of secondary school students in New Zealand: Trends between 2001, 2007 and 2012

To describe indicators of health and well‐being for New Zealand secondary school students; explore changes between 2001, 2007 and 2012; and compare these findings to international estimates.

Bystander Intervention, Bullying, and Victimization: A Multilevel Analysis of New Zealand High Schools.

This study examines the association between schools and student bullying behaviors and victimization among a nationally representative sample (N = 9,107) of New Zealand high school students. In particular, the study sought to explore the role of characteristics of schools and school culture with respect to bystander behavior, while controlling for individual student factors related to victimization and bullying behaviors. Results indicated that a total of 6% of students report being bullied weekly or more often and 5% of students reported bullying other students at least weekly. Results of multilevel analyses suggested that schools characterized by students taking action to stop bullying were associated with less victimization and less reported bullying among students. In contrast, in schools where students reported teachers take action to stop bullying, there was no decline in victimization or bullying. Overall, these findings support whole-school approaches that aid students to take action to stop bullying.

What has changed from 2001 to 2012 for sexual minority youth in New Zealand

To provide an overview of the health and well‐being of sexual minority high school students in New Zealand, investigate differences between sexual minority youth (SMY) and exclusively opposite‐sex‐attracted youth (EOSAY), and examine changes across survey waves.

The association between supportive high school environments and depressive symptoms and suicidality among sexual minority students.

The purpose of this study was to determine if sexual minority students in supportive school environments experienced fewer depressive symptoms and lower rates of suicide ideation, plans and attempts (“suicidality”) than sexual minority students in less supportive school environments. In 2007, a nationally representative sample (N = 9,056) of students from 96 high schools in New Zealand used Internet tablets to complete a health and well-being survey that included questions on sexual attractions, depressive symptoms, and suicidality. Students reported their experience of supportive environments at school and gay, lesbian, bisexual, and transgender (GLBT) bullying, and these items were aggregated to the school level. Teachers (n = 2,901) from participating schools completed questionnaires on aspects of school climate, which included how supportive their schools were toward sexual minority students. Multilevel models were used to estimate school effects on depressive symptoms and suicidality controlling for background characteristics of students. Sexual minority students were more likely to report higher levels of depressive symptoms and suicidality than their opposite-sex attracted peers (p < .001). Teacher reports of more supportive school environments for GLBT students were associated with fewer depressive symptoms among male sexual minority students (p = .006) but not for female sexual minority students (p = .09). Likewise in schools where students reported a more supportive school environment, male sexual minority students reported fewer depressive symptoms (p = .006) and less suicidality (p < .001) than in schools where students reported less favorable school climates. These results suggest that schools play an important role in providing safe and supportive environments for male sexual minority students.

Clustering of adolescent health concerns: a latent class analysis of school students in New Zealand.

The aims of this study are to identify clinically meaningful groups of adolescents based on their engagement in high levels of risk behaviours or severe emotional health concerns and to describe the demographic characteristics of these groups in two populations of school students in New Zealand.

Trends and transitions from secondary school: insights from a boarding school for disadvantaged New Zealand youth

Engagement in further education, employment or training following the completion of compulsory schooling is an important predictor of adult life adjustment. As a key microsystemic context, supportive school environments can facilitate positive transitions, especially for disadvantaged youth who are at higher risk of underachievement and not engaging in further education, employment or training (NEET) in emerging adulthood. The present research consists of quantitative and qualitative analyses of secondary data of three student cohorts from a New Zealand boarding secondary school for males from disadvantaged backgrounds to investigate positive transition outcomes and experiences. The quantitative study (N = 178) compared participants’ educational attainment and NEET status across cohorts and with national statistics. Results showed that participants’ achievement and transition outcomes were consistently superior to the national comparison. The qualitative study (N = 38) examined the subjective experiences of a subsample of participants who transitioned to tertiary study and apprenticeship courses. These findings highlight the importance of cultivating students’ holistic development during the secondary school years. Implications for secondary schools are discussed.

Important Nonparental Adults as an Academic Resource for Youth

This study examined the associations between various sources of social support and academic achievement. Participants were 313 ethnically diverse students attending a low-income intermediate school in New Zealand (mean age = 11.96 years). They reported on the presence and nature of a relationship with a very important nonparental adult in their lives (VIP), and on parent, peer, and VIP warmth and acceptance. Indicators of academic achievement (standardized tests) were also gathered from the school. Results showed that 62% of the youth reported the presence of at least one VIP in their lives, and there was a significant, positive correlation between VIP presence and the majority of academic achievement variables. VIP warmth was uniquely associated with all achievement variables, while parent and peer warmth were nonsignificant in the presence of VIP warmth. The results indicate that VIPs are an important resource for youth who are at risk of low achievement.

Getting to the heart of it: understanding mentoring relationship quality from the perspective of program supervisors

ABSTRACT Mentoring relationship quality has frequently been associated with improved effectiveness of mentoring interventions for youth. As youth mentoring research has largely been undertaken in community-based, one-to-one mentoring programs in the United States, there have been recent calls to investigate mentoring relationships in specific contexts. Accordingly, this research examines relationship quality within nine mentor-mentee dyads involved in a New Zealand school-based mentoring program that combines one-to-one and group mentoring. This research identifies key features of and perceived influences on mentoring relationship quality using qualitative interviews with program staff and mentor portfolios. The results indicate that high quality relationships were formed during the program, and were primarily facilitated by mentors who demonstrated attunement, critical self-reflection, self-efficacy, and a holistic view of their mentee. Implications for practice and future research are discussed.